1. GCSE, AS and A-level Dance specifications
Liz Dale GCSE Dance Principal Examiner and
Principal Moderator
Version 3.0
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2. What does this mean for teachers?
Dance Reform
Why the change?
What does this mean for teachers?
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3. Timelines GCSE, AS and A-level Dance
First teaching – from September 2016
Free-of-charge launch meetings to be held July–September nationwide
First GCSE and A-level exam – Summer 2018
Free preparing to teach meetings in 2016
First AS exam Summer 2017
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4. Three core areas of content remains the same:
Dance Reform
Three core areas of content remains the same:
performance
choreography
dance appreciation.
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5. GCSE Dance subject content
Performance
Physical skills and attributes
Technical skills
Expressive skills
Mental skills and attributes
Safe working practices
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6. GCSE Dance subject content
Choreography
Choreographic processes
Choreographic devices
Structuring devices and form
Dance for different performance environments
Different stimuli and aural settings and their effect on choreographic intentions
Selection of spatial and relationship design
Selection and use of aural setting
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7. GCSE Dance subject content
Appreciation
Critical appreciation of own work through analytical, interpretative and evaluative judgments
Critical appreciation of professional works
Choreographic approaches
Constituent features of dance
Contributions of choreography, performance and features of production
Relationships between choreography, performance and features of production
Purpose and significance of different performance environments
Appropriate dance terminology and subject specific language
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8. Structure of new GCSE Dance specification
Linear
Assessment at the end of the course
Two components
Performance and choreography (Practical)
Dance appreciation (Written Examination)
New grading system
1–9 (9 being the highest grade available)
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9. Structure of new GCSE Dance specification
Component 1
60%
Practical non-exam
Assessed by teachers
Moderated by AQA
Structure of new GCSE Dance specification
Component 2
40%
Written examination
Three sections
Section A
Knowledge and understanding of choreographic processes and performing skills
Section B
Critical appreciation of own work
Section C
Critical appreciation of professional works
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10. Component 1: Performance and Choreography
30% Performance + 30% Choreography
Solo performance of set phrases – 15 marks
Duet/trio performance – 25 marks
Choreograph a dance – 40 marks
solo or group (two-five dancers)
in response to list of tasks (published by AQA at the start of each academic year).
Performance
Choreography
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11. Component 1: Performance and choreography
Solo performance – set phrases
15 marks
All six phrases will have comparable demand and comparable content
Each phrase is approximately 20 seconds in length
The performance for assessment must be an accurate reproduction of action, spatial and dynamic content as choreographed
Phrases will be available in Autumn 2015 with supporting notes
Each of the three selected phrases must be performed independently and recorded for assessment
The accurate reproduction of movement created by someone else, reflects the skills necessary for a performer in the dance industry
Performance
Teacher or student chooses three from six set phrases to perform
Why?
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12. Component 1: Performance and choreography
Duet or Trio performance
25 marks
Can be in any style but must address the assessment criteria
The same three set phrases that the student performs for the solo performance must be included in the duet/trio
The phrases should be developed to accommodate a chosen dance style
Final performance must be a minimum three and a half minutes to five minutes maximum
Inclusion of common material provides parity of demand across performance pieces
A useful teaching tool for exploring how to develop movement
Assesses different skills to performance of the phrases
Why?
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13. Component 1: Performance and choreography
Choice of Solo or Group Choreography
40 marks
Student chooses one task from a list of tasks set by AQA
List of tasks available at the start of the academic year of certification
Tasks based on broad categories
Solo choreography two to two and a half minutes
Group choreography (2–5 dancers) three to three and a half minutes
Different tasks each year adds interest
Externally set tasks provide more tightly focused/suitably creative stimuli
Provides link to the demands of AS and A-level
Why?
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14. Component 2: Dance appreciation
One and a half hours – 80 marks – 40%
Three sections
guidance given for how long to spend on each section
marked by AQA examiners
example specimen paper and mark scheme
a GCSE Dance glossary will be provided on the AQA website.
Evidence of academic study
Links to the demands of AS and A-level
Written exam paper
Why?
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15. Component 2: Dance appreciation
Section A: questions about
a hypothetical dance scenario
performance skills
choreographic processes.
Section B: questions about
own practice during the course
own choreography or own performance piece.
Section C: questions about
the study of works in the GCSE Dance anthology.
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16. Component 2: Dance appreciation
GCSE Dance Anthology (approximately three hours total length)
THE GCSE DANCE ANTHOLOGY WILL BE PUBLISHED IN AUTUMN 2015
Students study all eight professional works
Each work is between 10 & 30 minutes in duration
Works will cover a range of styles and style fusions including:
• ballet
• urban
• contemporary
• inclusive dance
• dance for camera/film
• dance from other cultures.
Allows for the study of a range of styles in current dance practice
Provides students with appropriate breadth of study
Can be used to exemplify good practice in the study of the practical elements
Works can be viewed in a single lesson
Why?
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17. How do I assess?
Teacher ONLINE standardisation available and refreshed every year
60% (all practical work) is marked by the teacher
All work must be assessed during a live performance in the year of certification
A recording of the live assessment must be made
All practical work will be moderated by an AQA moderator using the recording of the live assessment
Recording guidelines as documented in the specification must be followed
After the external moderation process has been completed, a report will be sent to each centre, giving feedback on the standard of the marking and the suitability of the work presented for assessment
Teachers mark all practical work
Moderation on video means that the work can be assessed at a time to suit the centre providing it takes place in the year of certification
Why?
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18. Timeline for resources
GCSE solo performance set phrases published from December 2015
Free-of-charge launch meetings to be held July–September nationwide
Exampro launch Autumn 2016
GCSE Dance anthology published Autumn 2015
Free preparing to teach meetings in 2016
Courses to deliver set phases – Summer 2016
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19. Resources What can you expect over the next year?
The GCSE Dance anthology
free and online, available when you commit to teach.
Exampro
a searchable bank of past AQA GCSE Dance exam questions.
Exemplar student work (practical and written)
with moderator/examiner commentaries.
Dance advisory service
each school or college is allocated a subject adviser. You can contact them for one-to-one advice on any aspect of the subject, assessment and/or support with planning and delivery.
Subject community
provides access to free resources and services offered by many dance organisations and universities.
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20. Courses Teacher standardisation Support meetings Teacher network group
our teacher online standardisation (T-OLS) system allows teachers and whole departments to work through exemplar and standardisation material quickly and easily
Support meetings
offering practical teaching strategies and approaches to help you with course delivery
Teacher network group
allows teachers to contact colleagues at other schools/colleges to share ideas about resources and teaching strategies for the AQA specification
Training courses
by AQA appointed experts - to help you deliver AQA dance qualifications
Subject expertise courses
for all teachers, from newly-qualified teachers who are just getting started to experienced teachers looking for fresh inspiration
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21. Structure of new AS and A-level Dance specification
They are stand alone qualifications
The work assessed at AS level does NOT count towards the final A-level grade, as it does currently
The course is co-teachable further guidance on how you can do this will be available on the website
Linear – all assessment at the end of the course
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22. Structure of new AS and A-level Dance specification
50%
Component 1
Performance & Choreography
Visiting Examination
Component 2
Critical Engagement
Written Examination
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23. Structure of new AS and A-level Dance specification
Component Practical
assessment tasks in performance and choreography are specific to each course
knowledge skills and understanding of performance and choreography will be developed from AS to A-level
Component Written
short answer and essay questions
areas of study (including practitioners)
additional set works at A-level
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24. AS and A-level Dance overview
AS Dance
A-level Dance
Component 1
Performance and Choreography
Solo performance of own choreography
Duet/trio performance
Visiting examined
Solo performance in the style of a practitioner
Quartet performance
Group choreography
Component 2
Critical engagement
Own practice
Compulsory area of study
Optional area of study
Written exam 2 hours
Compulsory set work and corresponding area of study
Optional set work and corresponding area of study
Written exam 2 hours 30 minutes
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25. Each area of study has a corresponding set work for study at A-level
AS and A-level Dance
New structure and content for the written paper
greater variety of question styles
more time for completion
Areas of study (AoS) and set works
includes one compulsory and four optional areas of study
expected to remain the same through the lifetime of the specification
Each area of study has a corresponding set work for study at A-level
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26. Rambert Dance Company 1966–2002
AS and A-level Dance
Rambert Dance Company 1966–2002
The Romantic ballet period
The origins of American modern dance 1900–1945
American jazz dance 1940–1975
The independent contemporary dance scene in Britain 2000 to present
Areas of Study
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27. AS and A-level Dance Why?
AS - students answer questions linked to own practice which links to GCSE
A-level - the focus is on responses to professional works and practitioners
AS and A-level - allows students (as they develop as dancers) to embody the knowledge and understanding through the exploration of areas of study, practitioners and set works
AS and A-level - provides a firm foundation for further study at Higher Education and links with the professional dance world
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28. Progression to AS and A-level
The GCSE, AS and A-level have clear progression through the qualifications:
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29. Support
We’re here to support you throughout the exam changes and beyond, please contact the Dance department if you have any questions.
Sign up for our updates to get information about the changes, details of free launch meetings and available support materials
aqa.org.uk/keepinformeddance
Visit aqa.org.uk/dance
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